Teacher: Kevin Staring
School: Phillips Middle School
Grades: 6-7
Content Area: Health

Standard Course of Study Healthful Living (2001) 6th Grade

Objective 7.01  Complete a health-related personal fitness test and demonstrate improvement at appropriate level.

Objective 7.02  Demonstrate an understanding of proper stretching exercises and muscle strength/endurance exercises.

Objective 7.03  Demonstrate the ability to perform self-paced aerobic activity, keeping in an appropriate target heart rate zone, and monitoring recovery rate after the activity.

Objective 7.04  Demonstrate the knowledge of how to prepare the body before and after vigorous exercise.

Objective 7.05  Begin to develop a strategy for the improvement of selected fitness components.

Standard Course of Study Healthful Living (2001) Grade 7

Objective 7.01   Complete a health-related personal fitness test and achieve fitness scores at an acceptable level.

Objective 7.02 Demonstrate knowledge of the terms aerobic and anaerobic.

Objective 7.03  Demonstrate cardiovascular endurance in an activity other than running.

Objective 7.04   Demonstrate knowledge of flexibility, muscular strength and endurance.


Technology:
  • Responsible and safe use of online resources
  • Using Copyright and Fair Use Guidelines
  • Refining application skills
  • Using search strategy with two or more criteria in a database
  • Increasing productivity and accuracy in keyboarding
  • Using word processing,  and databases for assignments in  subject area
  • Locating and retrieving information using telecommunications
  • Evaluating resources and information for accuracy and usefulness
  • Selecting and using a variety of technology tools

    Strands: 1= Societal/Ethical Issues; 2 = Database; 4= Keyboard Utilization/Word Processing/Desk Top Publishing; 5 = Multimedia/Presentation; 6 = Telecommunications/Internet

    Best Practice(s) Modeled:

  • Chooses content, instructional strategies, and materials that are significant to the discipline and meaningful to students
    •Communicates purpose and relevance of content, learning experiences, and school work
  • Selects and connects content, materials, and school work to students' interests, learning styles, and their racial and cultural experiences
  • Designs quality school work that students value
  • Provides opportunities that cause students to assume responsibility and become engaged in their learning
  • Causes students to analyze problems and use critical and creative thinking skills
  • Incorporates novelty, variety, and choice in instruction and school work
  • Differentiates instruction by choosing varied content, products, and processes
    • Description of Lesson and/or Unit:

    Part One

    Students will develop a physical fitness test that incorporates all components of physical fitness.  Students will work in small groups (2-3 members).  The students will administer the test, take the test, and enter the data on a spreadsheet.


    Working in groups, students will develop a health-related physical fitness test.  To create the test, students will use the Internet to research the 5 components of fitness and related exercises.


    The test students create will show and understanding of the 5 components of physical fitness, with appropriate exercises for each component.  The test should include how to prepare the body before and after exercise.


    When the test is developed, students in the group will administer and take the test.  Each group will have a test administrator/recorder who will collect data and monitor the students while the rest of the group takes the test.  After the students have completed one test administration, the students will switch roles, so that all members of the group will take the fitness test.

    Assessment

    Exemplary (A)

    Developing (B/C)

    Beginning (D)

    Inadequate (F)

    We made a fitness test that demonstrates understanding of the 5 components of fitness.  We administered the test in our group and successfully collected data from all members.  I collaborated effectively in my group and completed the tasks in the specified amount of time.

    We completed the tasks, but our product may not have demonstrate mastery of the 5 components of fitness.  We may not have created a fitness test that all members of the group could complete.  I collaborated effectively in my group and completed the tasks in the specified amount of time.

    We nearly completed the tasks, but our product did not demonstrate mastery of the 5 components of fitness.  We may not have created a fitness test that all members of the group could complete.  I was not able to collaborate effectively in my group.

    We did not complete our assigned tasks.  We did not work successfully as a group.



    Alignment with CHCCS Instructional Framework:

    ·The content is aligned with the district curriculum and is highly attractive to students.

    ·The content is inviting to students through clear connections with other disciplines, easy access to appropriate materials, and sufficient time to develop prerequisite knowledge and skills.

    ·The work is engaging and almost always focuses on the product that has value to the students.

    ·The standards or assessing the work are clear and important to students.

    ·Students receive feedback on their work and hav e multiple opportunities to reach the standards.

    ·Other persons other than the teacher observe students' products.

    ·The design of the work requires cooperative action among students and teacher.

    ·The work is varied in format so that students use a variety of skills, media, presentation styles and modes of analysis.

    ·Students are provided with optimum choice in the ways of doing the work and methods of presentation.

    ·The work has significance fo the student, is perceived to be "real," and is related to consequences in the present lives of the students.


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